Fountas-Pinnell Level K Humorous Fiction
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1 LESSON 4 TEACHER S GUIDE by Lisa Benjamin Fountas-Pinnell Level K Humorous Fiction Selection Summary As the only fly in a classroom of spiders, Flora is teased and not allowed to be part of the group. When a breeze carries all the spiders to a treetop, they scream helplessly until Flora flies to rescue them. Her special qualities are finally appreciated. por Lisa Benjamin ilustrado por Ken Gamage HOUGHTON MIFFLIN Number of Words: 395 Characteristics of the Text Genre Humorous fi ction Text Structure Third person narrative Content Classroom of kids spiders and one fl y Bullying and teasing Similarities and differences between spiders and fl ies Themes and Ideas Animals in stories can act like children. It is wrong to make someone feel left out. Differences can be strengths. Language and Conversational language Literary Features Story problem shown with description and dialogue Sentence Complexity Simple and compound sentences, some with phrases Split dialogue, multiple speakers Complex sentence: Ella podía hacer algo que los demás no podían. Items in a series: Todos los moscos, los escarabajos y los chapulines son artrópodos. Vocabulary Science term artrópodo explained in context Names of insects: moscos, escarabajos, chapulines Words Mostly one- and two-syllable words, some longer Compound words such as telaraña Endings and suffi xes: patitas, peligroso Illustrations Comical depictions of fl y and spider characters Book and Print Features Humorous illustration above or below text on each of nine pages Speech balloons on one page Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
2 by Lisa Benjamin Build Background Help children use their knowledge of insects to visualize the story. Build interest by asking questions such as the following: Qué insectos pueden nombrar? Cuál es la diferencia entre una mosca y una araña? Read the title and author. Ask students to point out details on the cover that suggest this story is humorous fiction. Introduce the Text Guide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Tell children that this story is about a fl y named Flora who feels left out because she is different from the other students in her class. They are all spiders. Suggested language: Vayan a la página 2 y miren la ilustración. Flora es una mosca. Qué otra cosa pueden decir de ella si observan la ilustración? Page 3: Las moscas son insectos, pero las arañas no lo son. Los insectos tienen seis patas, y las arañas tienen ocho. Si miran la ilustración de la página 3, qué pueden decir acerca de los sentimientos de Flora por ser la única mosca en una clase llena de arañas? Page 5: Point out that the picture shows a gym class. Qué están haciendo las arañas? Por qué creen que Flora está sentada sola? Page 6: Point out the word on the board in the picture. Pronounce the word artrópodo for children, and explain that spiders and fl ies are both arthropods. Cómo podría reaccionar Flora al aprender ese dato? Por qué creen eso? Page 8: Discuss the problem shown on page 8. Las arañas están gritando porque una fuerte brisa las sacó a todas por la ventana y las dejó en la copa de un árbol. Qué palabra están gritando? Creen que Flora puede ayudarlas? Por qué sí? Por qué no? Ahora, vuelvan al comienzo del cuento para descubrir cómo Flora rescata a sus amigas. Target Vocabulary asustar hacer que alguien sienta miedo, p. 7 brisa un viento suave, p. 7 gritar hacer un sonido fuerte y agudo, p. 8 insecto animal muy pequeño con seis patas y el cuerpo dividido en tres, que a veces tiene alas, p. 3 juzgar decidir lo que se piensa de alguien o algo, p. 3 pegajoso que se pega a otras cosas fácilmente, p. 5 peligroso que no es seguro y puede causar daño, p. 8 podrido que se ha echado a perder o que está malo, p. 4 Grade 2 2 Lesson 4:
3 Read As children read, observe them carefully. Guide them as needed, using language that supports their problem solving ability. Remind children to use the Summarize strategy themselves what is happening in the story as they read. and stop to tell Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the story. Suggested language: Al final, las arañas invitan a Flora a jugar al béisbol con ellas. Por qué deciden que es muy bueno tener a una mosca como amiga? Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text The spider students make fun of Flora because of the fly s differences, including her wings. A breeze blows the spiders to the top of a tree. They scream for help. Flora flies to save them. The spiders realize a fly can be a great friend. The story teaches a lesson about appreciating others differences. It is wrong to tease and bully someone. The characters are more like children than like real flies and spiders Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The ending is predictable once the spiders get stuck in the tree. The pictures are like cartoons. The author wove science facts into the fantasy narrative. The author s purpose is to entertain and to teach readers tolerance. Choices for Further Support Fluency Invite children to choose a passage from the text to read aloud. Remind them to pay attention to quotation marks, question marks, and exclamation points in order to read the characters words well. Comprehension Based on your observations of the children s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind children that taking off the ending on a word is a way to recognize familiar base words. Help them to take apart these words from the story: gustaban, escondían, tenían, crueles, arañas. Point out the endings aba, s, es, ía and the spelling change in each base word. Grade 2 3 Lesson 4:
4 Writing about Reading Critical Thinking Have children complete the questions on Hoja reproducible 4.7. Responding Have children complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Cause and Effect Tell children that when they think about causes and effects, they think about what happens in a story and why it happens. Model the skill, using a Think Aloud like the one below: Think Aloud Muchas cosas de este cuento son la causa de otras. Una fuerte brisa entra por el salón de clases. Esto es una causa. Un efecto es que los papeles vuelan por todos lados. Otro efecto es que la brisa saca a todas las arañas por la ventana y las deja en la copa de un árbol. Entonces las arañas gritan pidiendo ayuda. Esto es otra causa. Un efecto es que Flora las rescata. El último efecto es que las arañas aprenden que Flora es una buena amiga, a pesar de que no es una araña! Practice the Skill Have children write a sentence describing another cause and effect in the story. Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6. Remind them that when they think beyond the text, they use what they know and their own experience to think about what happens in the story. Assessment Prompts Why does Flora try to spin a web in gym class? On page 7, which word means brushed away strongly? Grade 2 4 Lesson 4:
5 Responder DESTREZA CLAVE Causa y efecto Qué problemas hay en este cuento? Copia la tabla de abajo. Complétala con las causas y los efectos del cuento. Causas Flora no pudo hacer una telaraña.?? Flora rescató a Samuel del árbol. Efectos Los niños se rieron de Flora. Los papeles volaron por todos lados. Las arañas pidieron ayuda.? A escribir! El texto y tú La mosca se hace amiga de las arañas. Escribe algunas oraciones que describan una vez que hiciste un amigo o una amiga. Debes enfocarte en una sola idea. Lección 4 11 Nombre Fecha HOJA REPRODUCIBLE 4.7 2_037554_LR1_4OL_FLORA_L04.indd 11 11/20/09 9:34:39 AM Lee y contesta las preguntas. 1. En qué es diferente Flora a los demás estudiantes de su clase? Respuesta posible: Flora es una mosca y los demás estudiantes son arañas. 2. Cómo crees que se sintió Flora cuando no pudo hacer una telaraña? Las respuestas variarán. 3. Por qué los insectos cambiaron su opinión acerca de Flora? Respuesta posible: Flora los salvó, así que piensan que sus alas son geniales. Hacer conexiones Ayudarías a alguien que se ha burlado de ti? Explica tu respuesta. Escribe tu respuesta en tu Cuaderno de lectura. Lea las instrucciones a los niños.. All rights reserved. 9 Grado 2, Unidad 1: Una visita por el vecindario _352893RTXSAN_U01_LR_CT.indd 9 8/12/09 12:08:15 PM Grade 2 5 Lesson 4:
6 Nombre Fecha Pensar más allá del texto Escribe oraciones para responder la siguiente pregunta. Qué lección crees que Samuel y las demás arañas aprendieron hacia el final del cuento? Usa detalles del cuento en tu respuesta. Grade 2 6 Lesson 4:
7 Nombre Lee y contesta las preguntas. Fecha Lección 4 HOJA REPRODUCIBLE En qué es diferente Flora a los demás estudiantes de su clase? 2. Cómo crees que se sintió Flora cuando no pudo hacer una telaraña? 3. Por qué los insectos cambiaron su opinión acerca de Flora? Hacer conexiones Ayudarías a alguien que se ha burlado de ti? Explica tu respuesta. Escribe tu respuesta en tu Cuaderno de lectura. Grade 2 7 Lesson 4:
8 Estudiante NIVEL K Fecha Lección 4 HOJA REPRODUCIBLE 4.10 Registro de lectura page Selection Text Errors Self-Corrections 2 A Flora, la mosca, le gustaban muchas cosas. Le gustaba el helado y el béisbol. También le gustaban sus alas, y le encantaba volar. 3 Pero a Flora no le gustaba la escuela. Ella era el único insecto de su escuela. Los demás eran arañas y todos se burlaban de ella. Ellos decían: Miren sus seis patitas! Los demás la juzgaban también. Tus alas son muy chistosas dijo Samuel un día. Comments: Accuracy Rate (# words read correctly/70 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly lobo 0 Repeated word, sentence, or phrase lobo Omission lobo 1 0 Behavior Code Error Substitution lodo lobo 1 Self-corrects lodo sc lobo Insertion el ˆlobo 1 Word told T 1 lobo 0 ISBN-13: ISBN-10: Grade 2 8 Lesson 4:
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LESSON 3 TEACHER S GUIDE La sorpresa de mi hermana by Barbara Dodson Fountas-Pinnell Level T Realistic Fiction Selection Summary Pedro s sister Ana is turning sixteen, and her family plans a surprise party
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LESSON 24 TEACHER S GUIDE by Katrina Van Horn Fountas-Pinnell Level N Realistic Fiction Selection Summary Villagers living below a mountain have driven all the wolves away but one. When that wolf howls,
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LESSON 20 TEACHER S GUIDE by Carolyn Bond Fountas-Pinnell Level O Biography Selection Summary After losing an arm during the Civil War, explorer in 1869 led a team of 10 men on a first-ever three-month
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